The idiom in Japanese refers to a group of words which are combined by two or more words with a certain grammatical relationship in a fixed form and have a specific concept as a whole. They are not only vivid and vivid in the way of expression, but also because idioms are gradually created and enriched by the Japanese people in their long life of language, history and culture, therefore, it also reflects the Japanese people's thinking habits, cultural characteristics and fun of life. It is a very valuable cultural heritage in Japan. The Meanings of most Japanese idioms are quite different from the meanings of their characters, which leads to some translation errors and misuse of some Japanese idioms by the learners who do not study Japanese idioms systematically, some learners confuse Japanese idioms with Idiomatic expression, set phrases and proverbs. This text aims to explore the characteristics and translation methods of Japanese idioms in terms of their definition, classification, and differences between idioms and proverbs.

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This paper aims to examine how the omission of the case frame affects learners’ understanding in giving-and-receiving expressions. The effects of the omission of the case frame were examined by investigating whether intermediate and advanced Chinese learners of Japanese could correctly recognize the agents of the sentences with and without case frame. The findings show that if the complexity of sentence structure and the order of case particles are different, the omission of case frame will have different effects on the learners’ understanding.

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This study proposes the utilization of online tools in face-to-face classes. Initially, we conducted face-to-face classes using Microsoft OneNote with 29 intermediate- to advanced-level learners of Japanese. Subsequently, we administered a survey comprising ten questions, which the learners were requested to rate on a 6-point scale. The results indicated that the average rating for most questions was around 5. Hence, it can be concluded that learners were satisfied with the functionalities of OneNote. However, a significant difference (p-value: 0.02) was observed between the evaluations of the immersive reader and the image insertion function. Therefore, we argue that utilizing online tools to share pictures in class is beneficial.

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We have been promoting coordination between subjects, and conducting reading practice using sentences of about 200 characters in length in class. This approach aims to effectively and efficiently study sentence patterns and vocabulary. We have observed that this initiative allows learners to actively engage in reading while enjoying the process. To enhance learning, we prepared multiple-choice or true/false questions about the sentences. We also incorporated reading exercises to enhance learning outcomes related to kanji and vocabulary in our vocabulary lessons. This paper reports on our attempt to utilize Generative Artificial Intelligence to develop teaching materials which include the words taught in the lessons.

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This research aims to consolidate previous studies on the reflection of Japanese language teachers, focusing on volumes 1 to 28 of the "Japanese Language Education Methods." Our findings revealed six studies that specifically examined teachers' reflections. We have summarized the aspects of "[Who] [Why] [What] [How] reflected". It was observed from various accounts of reflection that those provided by multiple teachers stood out more prominently. Based on the exclusion of the background and purpose of the reflection in several studies, it was also concluded that the background and purpose may be important points to bring up.

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In the accent perception practice conducted at the Japanese language school, there were some leaners who didn’t respond much to the questions, making it difficult to grasp their understanding. By using Kahoot!, a multiple-choice question was given to determine if the accents of two nouns were the same. Learners actively participated, allowing the teacher to provide feedback based on their responses and review individual learner data after the practice. The results obtained from the practice aligned with previous research, showing a high accuracy for unaccented-noun responses. Kahoot! proved to be an effective tool.

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The purpose of this study is to consider the causes of language acquisition delay in JSL (Japanese as a Second Language) children studying Japanese as a second language from the perspective of their willingness to learn. The results confirmed that as Japanese language instruction advances, children tend to lose motivation to study. Specifically, willingness to learn is highest when lessons begin and decline rapidly around the time teaching the 50 syllables finishes, and by the end of the lessons it was clear motivation was almost entirely lost.

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This study examined the comprehension of Japanese lexical compound verbs in Chinese advanced JFL learners. The results suggest that 1) learners are influenced by component verbs when comprehending Japanese lexical compound verbs; 2) the influence from V1 is stronger in the case of VV and Vs types, while the influence from V2 is stronger in the case of pV and V (one-word) types.These results indicate that when teaching lexical compound verbs, there is a need for more elaborate instruction on how V1 and V2 are involved in the overall meaning of the compound verb for each type of lexical compound verb.

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The aim of learning a foreign language is that it allows us to be able to communicate with others in that language. Considering communication abilities, we have to bear in mind not only organizational competence but also pragmatic competence, as Backman said. In the given paper it is mentioned that how learning materials should be provided to students can be examined by comparing it using two different novice textbooks. The study concludes that the need to acquire learning appropriately is explicit based on input information of situations, the intention of conversation and human-relationship when communication takes place.

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This study first reports the process of self-rated survey using "Can-do statements of Kokugo activities" for JSL high school students. Besides, in order to utilize the results of the survey for teaching, we interviewed the Japanese language instructors in charge of JSL pull-out classes. The results of the interview showed that the survey result can be used as a resource for a student-teacher meeting. It also became clear that the instructor and students need to meet face to face both when conducting the survey and returning its results. Further study is needed on how to share the results with high school teachers and how to effectively use them.

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This paper reports on the process and results of Microsoft Teams Reading Progress practice conducted in a speaking class, and learner feedback for the practice. The process of implementation included a method of assigning the task to each learner before class and a method of implementing the task during class. The results and learner’s comments suggested progress in pronunciation and points for improvement for future Reading Progress practice.

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This study examined the issues of securing new people to maintain local volunteer Japanese language organizations in E Prefecture. It became clear that many organizations do not offer training courses, and those that do lack content directly related to their activities, with limited opportunities to observe their activities in action. The survey suggested that in order to secure new people, it is important to coordinate, with a comprehensive view of the entire prefecture, the issues, and build relationships among the organizations.

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In order to make first-year international students aware of their comprehensive abilities in oral presentation, we produced "presentation videos" by senior international students and implemented it in the class. As a result of comparing the descriptions before and after viewing the video, we were able to confirm the possibility of utilizing the "presentation video" as there were new insights after viewing. On the other hand, it could not be said that the students were comprehensively aware of their presentation skills, and it was necessary to consider how to utilize the videos.

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The translation activities focused on translating books written in the learners' native language into refined Japanese. In addition to translating, the learners also presented the contrastive linguistic awareness of their native language and Japanese that they gained in the process of translating. Through the translation activities, the learners themselves became aware of the differences between the languages, which helped them to improve their writing skills.

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This research presents an attempt to facilitate question creation in an advanced presentation class using a 'Question Classification Table’. The study examines learners' ability to generate questions accurately and analyzes their perceptions based on the questions they created and the survey responses. 'Detailed explanation' and 'counterargument were the most difficult categories. Further work needs to be done when incorporating the 'Question Classification Table' into lessons to ensure that learners understand the intended purpose of the questions.

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A difficulty felt by university students enrolled in the Japanese language teacher training course is teaching Japanese written language as a second language. This study aimed to address the issue by focusing on course development. A lecture was designed in four stages: (1) creating awareness about the necessity of teaching Japanese written language, (2) understanding learning examples in a Japanese language textbook, (3) understanding Japanese learners’ difficulties in acquiring Japanese written language, and (4) creating example sentences as a simulation for instruction. The results of the questionnaire administered after the lecture revealed that the lecture reduced university students’ difficulty in teaching Japanese written language.

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This study aimed to investigate the effect of L2 grit on the communication strategies employed by Chinese Japanese-as-a-foreign-language (JFL) learners. Additionally, it explored how this effect varies depending on learners’ cognitive flexibility and language proficiency. The findings revealed the following: (1) There were no significant variations in the use of communication strategies among learners based on their proficiency levels. (2) L2 grit had a significant impact on the learners’ use of communication strategies. (3) As proficiency levels increased, a transition from a complementary relationship between cognitive flexibility and L2 grit to a synergistic relationship was observed.

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This paper takes the students of K College in H Province as an example to discuss the changes in the content of Japanese teaching and students’ Japanese ability between secondary and higher education. The results show that in higher education, language knowledge and listening are as important as in secondary education. Cultural introduction, conversation become the main content, reading, composition no longer as the main content. Among them, reading and cultural introduction are always strengths for students, while language knowledge, listening, conversation and composition are still weaknesses for students even when they go to college.

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The phrase ii hito soo da ‘appear to be a nice person’ is an expression often used in Japanese　colloquial speech to express the speaker’s intuitional inference. Despite its common usage among native speakers as a casual expression, it is not introduced in Japanese textbooks. Based on a web corpus, this paper will examine the usage and contexts of this phrase and demonstrate its primary use when evaluating a third person. The paper will also suggest how to introduce this phrase in the Japanese classroom.

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Kamishibai or “paper theater”, is a traditional Japanese storytelling performance using picture illustrations. The authors implemented this practice in the Japanese language classroom to cultivate students’ structural writing techniques. To guide students to compose their own stories, the authors introduced the idea of Sandaibanashi. This is a form of storytelling in Rakugo or “verbal theatre”, whereby a scenario is created by selecting three random topics, chosen by the audience. Using this approach, the students enhanced their understanding of Japanese writing structures by producing engaging stories. In addition to this, it encouraged the students to exercise vocal expressions by impersonating dynamic Kamishibai characters.

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This paper is a partial report of the author's practice of multisensory Japanese language activities and interviews with learners. Multisensory Learning with Pleasure respect the diversity of learning and allow learners to use multiple senses and enjoy themselves while learning Japanese. The use of multiple senses allows for a flexible learning style that suits each individual, and is considered to be compatible with the universal design of education, which allows everyone to learn in his or her own way. In the future, we would like to further analyze the usefulness of Multisensory Learning with Pleasure and consider whether it can be proposed as a local Japanese language activity.

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This paper introduces the background to the creation of short videos, an ongoing extracurricular international exchange activity at Keisen University, as well as the content and characteristics of the activity. The results of a questionnaire survey and the characteristics of the activities revealed the following factors that contribute to the success of extracurricular international exchange activities, which are said to be difficult to sustain: (1) diversity, (2) ease of participation, (3) everyone has a role, and (4) horizontal relationships that transcend positional boundaries.

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In this paper, EJU is analyzed using text mining. The 2022 EJU was examined through frequent terms and co-occurrence networks. Common terms like &quoconsider&quo &quoself&quo and &quopeople&quo emerged, with a focus on environmental issues. Comparisons across subjects revealed social problems in reading comprehension, native Japanese words in listening comprehension, and distinct vocabulary in listening and reading comprehension. However, further research incorporating multiple years of data is needed for a comprehensive understanding of EJU.

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In the Japanese education system, sometimes teachers with no experience in Japanese language education are put in charge of Japanese teaching. Because there are many problems especially for young teachers who are inexperienced in the field of education, we conducted a survey to get a better understanding of the issues they experience and to find possible solutions. The survey revealed that experience in international exchange and Japanese volunteer activities were useful for teaching Japanese after they became teachers. Teachers who had those experience found that they were less resistant to Japanese language teaching.

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This paper reports on the implementation of a teaching practice based on classical Japanese texts aimed at undergraduate international students. Learner interviews and textbooks analysis of undergraduate specialized subjects revealed that graduate and undergraduate university students required a comprehensive understanding of classical Japanese texts in the late 19th century. Consequently, it was decided to allocate specific class time for discussing classical Japanese texts in reading comprehension classes, targeting first and second-year advanced Japanese learners. Meiji-era "Aesop's Fables" were chosen as introductory teaching materials with the assumption that learners who had not yet studied classical Japanese grammar could intuitively grasp classical Japanese texts. Learners were observed to be attentive to grammar, kana usage, archaic kanji characters, and variations in kanji font styles during practical application.

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The two authors reviewed the characteristics of their administrative tasks as Japanese-language teachers at each of their three different workplaces, using 29 categories of administrative tasks. The categories that varied significantly depending on the workplace were budget-related tasks, public relations, and intra-institutional coordination. Changes in administrative tasks can be seen as a result of the expansion of the scope of work due to necessity in the workplaces. These changes can trigger development in the qualifications and abilities of Japanese-language teachers and it suggests that there is the possibility of examining administrative work assignment in terms of qualifications and abilities.

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The increasing number of technical trainees in Akita City has led to arise in enrollment for local Japanese language classes. Researchers conducted a needs survey to enhance the appeal of these classes. They organized an online discussion session titled "Supporting Technical Trainees' Japanese Language Study" to share survey results and discuss language support. Participants included Akita City officials, company representatives employing trainees, and Japanese language instructors. This dialogue allowed for the identification of challenges faced by each group and the exchange of ideas on enhancing future Japanese language learning support. All participants expressed interest in similar meetings with trainees to make classes more engaging.

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This study conducted a motivation survey with 102 undergraduate students enrolled in the "Japanese Language, Comic and Cultural Creation Course" at Beijing International Studies University, which was established in 2019. This course integrates Japanese language, comic studies and creative design into the curriculum of the Japanese language majors in Chinese universities. Factor analysis was performed to analyze the data. As a result, seven factors were identified: Factor I: "Interest in Different Cultures", Factor II: "Japanese Culture Centered Around Comics", Factor III: "Study Abroad", Factor IV: "Class and Examinations", Factor V: "Passiveness", Factor VI: "Potential and Ease of Learning Japanese" and Factor VII: "Expectation of Communication with Native Japanese Speakers".

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This study conducted a questionnaire survey among university student volunteers who participated in Japanese language classes, aiming to determine their growth and transformation between the beginning and end of a semester, using social skills as an indicator. The results revealed that several volunteers exhibited significant changes. An interview survey was subsequently conducted with the volunteers who had showed a notable transformation, to explore the background to their changes.

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The purpose of this research is to investigate the changes in exchange students’ social networks and Japanese language use over the course of studying abroad. Two exchange students participated in the study. Their social network data and interview data were gathered along with OPI and SPOT test results. Among two students, one showed a development of friends’ network in Japan, while the other did not show such development and kept communication with friends from his home country. The results indicated that two students’ social networks influenced who and how often they used Japanese outside the classroom.

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Collaborative research has the advantage of compensating for three things that cannot be covered by individual research: (1) expertise, (2) diverse perspectives, and (3) networks. However, in order to conduct collaborative research, it is necessary to find collaborators with appropriate qualifications for the research. This paper will review the six networks (1) colleagues, (2) conference participation, (3) direct contact, (4) program, (5) conference management, and (6) introductions to describes the process of the 17 joint presentations the author has made to date at the Japanese Language Education Methods (JLEM).

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In this study, we analyzed natural conversations in intercultural encounters to examine compliment responses. The findings demonstrate that advanced Chinese learners of Japanese exhibit similar patterns of responding to compliments as native Japanese speakers. The results suggest that Chinese learners do not conform to the stereotypical pattern of responding with excessive humility when receiving compliments.

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It is probable that ChatGPT, released in November 2022, will become an increasingly accessible tool in language teaching and language learning in the future. In light of the current situation, this study examines the appropriateness of prompts learners can utilize with ChatGPT to obtain feedback on their compositions. Moreover, the study discusses the features of feedback obtained from ChatGPT in response to the prompts and the utilization of feedback to learners. Our results revealed that the revised compositions reflect the learners' own decisions about incorporating feedback, as they are characterized as containing (1) changes based on ChatGPT feedback, (2) changes not based on ChatGPT, or no changes. It was also found that there were cases of inappropriate or insufficient feedback from ChatGPT, which resulted in misused expressions by learners.

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JSL high school students, including beginners, are required to study subjects in intermediate or advanced Japanese soon after enrollment. It is necessary to eliminate dropout students and reduce the burden on teachers. Efficiently selecting vocabulary for subject learning is essential. In this study, we utilized the vocabulary from the class handouts to incorporate the intentions of subject teachers. Additionally, we presented a proposed approach for utilizing the extracted vocabulary.

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This study was conducted to analyze the note-taking strategies of university students studying Japanese in Thailand. The analysis included two sessions of listening to the CD and note-taking, as well as a session of taking notes on what the students checked the content with each other. The language of the notes was not restricted. The results showed that the students mainly used the target language, Japanese, but also used their mother language, Thai, in their note-taking. In addition, It shows that they used English, symbols, and illustrations in their note-taking.

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In this study, I conducted a qualitative study on Vietnamese students who participated in the “Local Japanese Language and Culture Classes” project, to improve the “autonomy” of students who want to become Japanese language teachers in primary and secondary schools in Vietnam as part of their Japanese language teacher training course. As a result, I have analyzed the process of transformation of Vietnamese students' consciousness and clarified how autonomy is improved. I was also able to clarify the factors behind the transformation process of consciousness. Based on the results of the analysis and consideration, a model case for a Japanese language teacher training process aimed at improving autonomy could be proposed to improve the quality of Japanese language teacher training program in Vietnam.

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The global popularity of Japanese pop culture, such as anime, has led to research on anime and using it as a tool in Japanese language education. However, opinions on this practice are divided. Here, an interview survey asked Taiwanese instructors of Japanese in Taiwanese higher education what they thought of classes that incorporate anime. The interview with Instructor A, who had taken a class that used anime herself, revealed specific discussions with students and other instructors, feelings that students’ interests have shifted, her goal to train high-level speakers, and the difficulties of incorporating anime into the curriculum.

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This study aims to examine the case materials of the case method. First and second drafts of the case materials were compared, and four additions were extracted. The reasons for the additions were examined based on transcriptions of the review meeting. The two reasons for the additions were to: 1) include peripheral information indirectly related to the educational objective so that participants could think multilaterally as in real-life situations, and 2) avoid unnecessary imagination and misunderstanding by participants due to lack of information, and prevent the discussion points from diverging.

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This paper discusses five types of Japanese textbooks aimed at improving the communication skills of pre-intermediate learners. By analyzing the syllabus and model conversations of these textbooks, this paper aims to highlight the point of conversation in Japanese language education. On top of that, it proposes the development of AI-based Japanese conversation teaching materials. From the analysis, it is inferred that many textbooks adopted a topic-based syllabus. Furthermore, the analysis demonstrated that conversations generally progress according to the flow of "introduction - main part - ending." In the future, I would like to develop AI conversation materials that can serve as conversation partners.

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In this study, advanced Japanese language learners were asked to repeat sentences each of visually presented and auditory presented three times. The results showed that (a) Learners with low working memory capacity are more sensitive to presentation modality than learners with high working memory capacity. (b) As the number of repetition trials increases, the performance of the repeating task improves. (c) Repeating rates in visual presentations are always better than that in auditory presentations.

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This is a practical report on the book recommendation competition in Japanese composition class of a university in China. In order to prevent the recommender's previous Japanese achievements from affecting the voting, the competition adopted special rules of anonymity and reading by a teacher. In fact, as long as the recommender can choose a book that satisfies the audience's intellectual curiosity, the audience would vote for this book without paying too much attention to the recommender's Japanese ability. In addition, when holding this competition, it is best for teachers not to restrict the books to be recommended.

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With the coronavirus pandemic as a starting point, we launched "Minna no Hiroba," an online conversation session for a wide range of people who are learning Japanese and/or want to use Japanese. This book summarizes the activities over the past three years and consists of three parts: "Flow of conversation session," "Topic Talks," and "Games." It contains a variety of chat topics and games with the aim of creating a place where all participants can be involved from the same standpoint, without distinction between those who teach and those who are being taught. Additionally, the book introduces numerous ideas in order for readers to apply to their own field.

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This study is a questionnaire survey of Vietnamese EPA candidates who have been in Japan for less than one year. The purpose of this study is to clarify to what extent they feel that learning to obtain the JLPT has helped them in their work environment, and what, if any, deficiencies there are. The results of the analysis revealed that Vietnamese candidates need a comprehensive bottom-up training, not only for learning to obtain the JLPT N3, but also for communication in the work environment.

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This paper presents a case study conducted at Jiangsu University, aims to explore the effectiveness and challenges of integrating CAT tools into the curriculum. Through the utilization of representative CAT tools, such as Yi CAT and Yun Yi Ke, students learn skills such as translation memory creation, terminology management, and quality checking. The results reveal improvements in translation efficiency and consistency among students. This research sheds light on the potential benefits of incorporating CAT tools in translation education and addresses the need to prepare students for the evolving demands of the translation industry.

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The author interviewed a foreign technical intern trainee who had made the decision to work in Japan after the intern. The interview revealed that in order to make the workplace attractive to foreign workers, Japanese employees need to actively work to build good human relations, give them a fair evaluation of their abilities, give them the right jobs, and let them know they are growing. The importance of the role of local Japanese language classes was also indicated. It is necessary not only to learn Japanese but also to build good relationships with Japanese volunteers and other foreign residents in the classes to realize an ideal intern life.

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This study conducted interviews with 5 Japanese-language teacher trainers in university programs for Japanese-language teacher training, all of whom teach classes in collaboration with their local communities to explore what types of teacher candidates they are trying to develop. The narratives told by these trainers revealed their beliefs about what they intend to accomplish in their teaching activities.

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This paper aims to outline the course design for Japanese as a Second Language (JSL) education as a designated subject in high schools in Japan. The revision of Curriculum Guideline requires high schools to clarify the relationship between each subject studies and schools’ goal and to renew the value of evaluation by introducing an evaluation system. The author provides practical examples and suggests two points, 1) it is important to ensure the role of JSL education in a high school to clearly integrate the school’s curriculum, 2) to evaluate Japanese ability, we should focus on not only language knowledge but also the general ability to solve problems in subject studies.

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